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Cambridge International General Certificate of Secondary Education
0528 French (US) June 2012
Principal Examiner Report for Teachers
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Paper 0528/13
Listening
Key messages
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Most candidates were aware of the need to write clearly in blue or black ink and not to write answers
first in pencil and then overwrite in pen. New Centres should remind candidates to write clearly and
to cross out any material which they do not wish the Examiner to consider.
Answers are marked on the basis of communication and comprehension. Accuracy is only taken
into account should the message become ambiguous. Where the mis-spelling of a word means
another French word with a different meaning is produced, communication is affected. Candidates
should therefore be reminded that careless spelling mistakes can affect their final mark.
Centres need to remind candidates to try to be as concise as possible. Full sentences are not
required. Indeed, overlong answers often include extra material which may invalidate an otherwise
correct answer.
It remains important that all candidates have the opportunity to practise past papers and become
familiar with the examination rubrics and structure.
General comments
Candidates seemed familiar with the structure of the paper and the required response types in all three
sections. The exercises discriminated appropriately and the choice of topics was found to be accessible.
The French extracts heard by candidates gradually increased in terms of length and density and featured
both monologues and conversations. The emphasis of the questions moved from targeting candidates’
ability to pick out information contained in short factual pieces, to testing their ability to understand specific
factual information, as well as opinions and explanations, in longer narrated accounts and conversations.
Longer extracts featured a variety of register, and references to both past and future events. Vocabulary
tested in the first two sections of the test is drawn from the Defined Content.
New Centres should note that where questions require written responses in French, these responses do not
need to be written in the form of full sentences. Brief answers are possible and, in fact, desirable. As the
Listening paper aims to test comprehension, inaccuracies in written French (e.g. incorrect spellings or verb
endings) are normally tolerated provided the message conveyed is clear. If the answer sounds and reads
like French, it will be accepted, provided that the message is unambiguous. However, where candidates add
extra information which distorts an otherwise valid answer (and therefore invalidates it) or places the
Examiner in the position of having to pick out the correct answer from amongst the information given, the
mark cannot be awarded. So, for example, if a candidate offers two details of which only one is correct or
heard on the recording, the mark cannot be awarded, as the Examiner is being required to make the choice
which should have been made by the candidate. Candidates should not answer from general knowledge
and ‘infer’ what may not in fact be stated on the recording. The inclusion of extra incorrect material can
prevent the mark from being awarded. Any material which candidates do not wish the Examiner to consider
should be clearly crossed out.
Centres are reminded that reading time for each exercise is included in the pauses throughout the paper and
that there is not a period of reading time before the examination starts. It is helpful to point out to candidates
new to the paper that they will hear everything twice and to familiarise them with when the pauses occur in
the different exercises.
Comments on specific questions
Section 1
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© 2012
Cambridge International General Certificate of Secondary Education
0528 French (US) June 2012
Principal Examiner Report for Teachers
Exercise 1 Questions 1-8
This first exercise tested the understanding of eight short conversations/monologues through multiple choice
questions with visual options. This opening exercise is intended to give candidates a confident start to the
paper. The extracts were straightforward and short, and the vocabulary areas tested (prices, time, shops,
furniture, food and places etc.) were familiar to candidates. Question 8 proved to be the most challenging.
Some candidates clearly confused portefeuille with portable and chose option A instead of the correct option
C. Candidates understood that only one box should be ticked.
Exercise 2 Questions 9-16
Candidates heard an announcement for a young people’s festival and were mostly required to show their
understanding of the extract by selecting one out of three visual options. Candidates generally coped well
with the number vingt-huit on Question 9 – they should be reminded that numbers can be given as a figure
and do not need to be written out in full. Answers to Questions 10-12 were frequently correct. Some were
less sure on Question 13 (cirque) and Question 14 (feu d’artifice). Questions 15 and 16 were often
answered correctly.
Section 2
Exercise 1 Question 17
Candidates heard four young people talking on the topic of cinema. Questions tested specific facts and
some opinions. The topic area was within the experience of candidates. Incorrect options were fairly evenly
distributed when they occurred, but option k was quite popular.
New Centres should remind candidates that on this exercise six boxes only should be ticked. A combination
of ticks for true statements and crosses for false statements should not be used as this can cause confusion.
Exercise 2 Questions 18-22
In the first part of this exercise, candidates heard an interview with Vishwa, a young Indian girl who had
spent time studying in France and living with a French family. Candidates were required to correct an
incorrect detail in each of five statements by supplying the correct word(s). The requirements of the exercise
were well understood. On Question 18 the word écrivain was required and appeared in various forms in
candidates’ answers. A wide number of spellings were accepted as conveying the idea, including écrivin,
écrivan, écriva(t), to cite just a few, and this meant that many did gain the mark, despite inaccuracies.
Answers featuring recognisable attempts at the verb écrire were also accepted. On Question 19 many
successfully identified libre(s). Incorrect answers sometimes featured the misheard livre (for libre). On
Question 20 many candidates answered correctly with chat(s). Examiners also accepted the answer d’chat,
as well as spellings such as cha (on the ‘sounds like’ principle). Incorrect answers often featured the word
chien(s), which was heard on the recording in connection to India and not France, underlining the need for
careful reading of the question. Candidates also fared quite well on Question 21. On Question 22, there
were many incorrect renderings of fruits de mer which made this the most challenging question in this part of
the exercise. Spellings such as frites de mer and fruits de mère/maire were unacceptable as they introduced
incorrect concepts.
Exercise 2 Questions 23-27
Candidates heard an interview with a young German girl who had also lived and studied in France.
Candidates were required to give short written responses in French. Full sentences were not required and a
few words were often enough to be able to express the correct concept. On Question 23, candidates
needed to identify note(s) and français to convey the required concept. Some added in mauvaises, which,
as it had been correctly heard in the recording, was acceptable. Answers featuring notre did not gain the
mark. Question 24 tested a comparison and was presented as a sentence with a blank to avoid the need
for candidates to write a long answer. The required answer (moins proche) was accessible. Mis-spellings
such as mois and moi distorted meaning by introducing other concepts. The spelling moin was tolerated.
Candidates would benefit from practice at communicating comparatives. On Question 25, candidates
needed to identify journée scolaire. Other correct answers referred to school being long or school hours
being long. In Question 26 weaker candidates often opted for the time at which people ate in Germany:
they may not have read the question carefully as both answers had to refer to France. Some found it hard to
render the word chaud – distortions such as chou did not gain the mark. As intended, the final question on
this exercise proved to be one of the most challenging on this section of the paper and a suitable step up
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Cambridge International General Certificate of Secondary Education
0528 French (US) June 2012
Principal Examiner Report for Teachers
towards the final section of the paper. Question 27 required candidates to identify and communicate the
concept of getting on with the French family. The question had been phrased so as to avoid the need for the
candidate to have to produce a negative in his/her answer. Where candidates included the negative, this
was tolerated. Correct answers to this question featured an attempt to render the reflexive verb s’entendre
plus la famille. Answers in the first person such as m’entendre/m’entends avec la famille were acceptable.
The verb attendre was often used and was not accepted, neither was mentendre written as a single word,
and sometimes also rendered as montondre.
Section 3
Exercise 1 Questions 28-33
The extract featured a longer interview with Reza, a photographer, talking about his work. The interview
included different time frames and feelings and opinions were expressed. In this exercise, candidates had to
listen to and process more information than in the previous section. There was no particular pattern of
incorrect responses in this exercise, but on Question 33, candidates often chose option C, probably
because they heard on pouvait se déplacer facilement on the recording. Candidates needed to appreciate
the difference between the present tense of pouvoir in the question and the past tense they heard on the
recording, which was then reinforced with ce n’est plus le cas.
It is worth reminding candidates to make effective use of the reading time available at the beginning of this
exercise and to read the questions and options carefully. Reading the questions will also help to give
candidates an overview of the content of the recording and help them to sequence the information which
they will hear.
Exercise 2 Questions 34-41
Candidates heard an interview with a young female fire-fighter, Christine. This final exercise was intended to
be the most demanding on the paper and included questions that were suitably challenging for the more able
candidates. Deliberately, some more accessible questions were also included to help maintain concentration
and motivation.
Candidates were required to write their answers in French. The language required in the answers featured
vocabulary which was in the Defined Content. Many of the questions could be answered briefly and also
without a verb (though Questions 39(b), 40 and 41 did need an attempt at an appropriate verb (see below)).
Candidates do not have to write in full sentences. Most candidates had been well trained and understood
the need to write as concisely as possible but there were still examples of very long answers, some of which
featured several crossings out and were difficult to read. Answers in which candidates have merely tried to
transcribe as much as possible of the material they hear will rarely be successful. If an Examiner is put in
the position of having to try to locate the correct answer in the midst of extra irrelevant material (in some
cases several contradictory statements) which distorts the correct answer, the mark will not be awarded.
Candidates should be advised not to include in their answers personal inferences which do not feature on
the recording as these may invalidate an otherwise correct answer.
On Question 34, some invalidated their answer by writing 9 moins instead of 9 mois. Question 35 proved
to be one of the most difficult on the paper. Esprit was often missing or was incorrectly spelt. Renderings
such as esprite/espri/espiri/espirit were accepted.
Answers to Questions 36(i) and (ii) were
interchangeable. Question 36(i) only required the word petite/petit to score the mark and weaker
candidates were often successful. Some candidates invalidated their answers by adding très or trop which
distorted. On Question 36(ii) the required concept was matériel lourd. Lourd was not well known and some
missed out matériel. Those who also chose to include the additional à porter often invalidated their answers
by writing apporter. Candidates were more successful on Question 37 which required the concept of pleine
(de) fumée. The stem of the answer was provided in order to reduce the amount candidates had to write.
The word pleine was often mis-spelt, but the mark scheme was tolerant on this point provided that another
word such as plaine/plan was not produced. Question 38 was the easiest on the exercise and required
candidates to identify minimum (de) force. Candidates did not need to use the word avoir to gain the mark.
Those who misheard this on the recording and answered avant un minimum de force did not score the mark.
On Question 39(a): peur was enough, by itself, to gain the mark. Question 39(b) provided an appropriate
challenge for the best candidates who were able to render savait quoi faire. To be successful on this
question, candidates did need to include an appropriate attempt at the verb savoir: renderings such as
savé/sais were acceptable. Question 40 was suitably challenging for this stage of the test. Examiners were
looking for the concept of collective responsibility: chacun/chaque pompier est responsable des autres. The
mark scheme allowed for various recognisable versions of responsable which often proved difficult to spell
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Cambridge International General Certificate of Secondary Education
0528 French (US) June 2012
Principal Examiner Report for Teachers
accurately. Answers which did not include the notion of ‘for others’ were incomplete and did not gain the
mark. On the final question, candidates needed to include an appropriate verb expressing future intention
such as devenir (but not deviner), voudrait être, être, sera, together with professionnelle. Candidates
needed to read this question carefully as it asked what Christine wanted to do after passing her exams. This
was a good test of listening which required candidates to think carefully about the sequence of events heard.
Some invalidated their answers by including the required details but then adding in extras such as passer
des examens or travail volontaire. Candidates often produced the correct events but in the wrong order.
Some also mis-heard the recording and tried to render the last sentence (which included the phrase projet à
long terme) as devenir interne. Other incorrect attempts featured the idea of becoming a teacher.
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© 2012
Cambridge International General Certificate of Secondary Education
0528 French (US) June 2012
Principal Examiner Report for Teachers
FRENCH (US)
Paper 0528/23
Reading and Directed Writing
Key messages
To maximise their chances of success on this paper, candidates should:
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keep their answers brief and focused, particularly in Section 3;
avoid indiscriminate lifting in Section 3;
read the essay question carefully and answer every part of it;
allow time for reading through their answers to check that they have answered every question and
have made any corrections needed;
ensure that when they change an answer they do so in such a way as to make it clear what is their
final answer and what the Examiner is to mark.
General comments
The paper proved accessible to candidates.
Levels of grammatical accuracy were not generally high, with verbs, genders, possessives and pronouns
showing problems. Candidates should re-read what they have written once they have finished the paper,
and correct simple errors such as words miscopied from the text (sometimes copied differently each time),
and singular and plural verb agreements, for example, particularly in Section 3 where such errors may mean
that a mark cannot be awarded.
Comments on specific questions
Section 1
Exercise 1 Questions 1-5
Most candidates scored well in this exercise and seemed familiar with all the items of vocabulary tested.
Exercise 2 Questions 6-10
This exercise tested the comprehension of items that Jean would take with him on holiday to the mountains,
and was generally well done. Candidates usually scored the three marks available for Questions 6-8.
Answers to Questions 9 and 10 revealed some confusion as to the meaning of imperméable, chaussures de
marche and maillot de bain.
Exercise 3 Questions 11-15
For this exercise, candidates read a short piece of text and answered a series of multiple choice questions.
Again, this proved an accessible exercise. For Question 11 candidates sometimes chose B rather than C.
Exercise 4 Question 16
For this piece of writing, there are three marks available for communication, and two for accurate use of
language. Candidates were asked to write a short email to a French friend and provide three pieces of
information, based on the pictures given:
(a)
(b)
where they are (gare routière, station de bus, arrêt de bus or dans le bus – all accepted);
what they are buying (magazine, livre, journal, programme – all accepted);
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Cambridge International General Certificate of Secondary Education
0528 French (US) June 2012
Principal Examiner Report for Teachers
(c)
what they are going to see (concert, spectacle, festival de musique, groupe, orchestre – all
accepted).
Most candidates managed something appropriate for the first task although some candidates confused the
issue by using gare (SNCF), which could not be accepted as it did not convey the correct message.
For the second task, the spelling of magazine was not widely known and there was much confusion with
magasin. For the last task, a variety of ‘shows’ were accepted. Discothèque and bande were not rewarded.
In order to score the two marks available for language, candidates had to use two correct verbs in
appropriate tenses – Examiners accepted present, future and past tenses here, provided that the version of
events offered showed some internal logic. Candidates tended to be successful with their use of je vais +
infinitive. J’achète caused some problems for the language mark – although the present tense was accepted
without an accent, je achète and j’ai achete were not. Care must be taken with the use of accents.
Candidates should take note that they do not need to write at great length here – three brief sentences can
score full marks.
Section 2
Exercise 1 Questions 17-25
For this exercise, candidates were asked to read a longer piece of text (in this instance, an email from Nancy
about her new home) and answer the questions in French. The majority of candidates coped well with this
exercise. Often a one or two word answer was sufficient, but provided that what the candidate had written
contained the correct answer, additional material copied from the text was usually tolerated. The quality of
the written French was considered only in terms of whether or not it communicated.
Questions 17, 18 and 19 were usually successfully answered. Some candidates became slightly confused
as to where Nancy used to live and was now living when answering Questions 20 and 21. Un appartement
à Paris were the two elements expected for Question 20 and either à la campagne or près d’une petite ville
for Question 21. Candidates who wrote dans une petite ville without any mention of à la campagne did not
score the mark. Questions 22 and 23 were very well answered. For Question 24 être dans une maison
qu’elle ne connaît pas was the expected answer and many candidates conveyed the message successfully.
For Question 25 candidates could either state that Marjorie/son amie arrive dans deux semaines or passer
les vacances avec Marjorie/son amie. Ambiguous answers such as elle arrive dans deux semaines could
not be rewarded as there was no indication of who elle was meant to be.
Exercise 2 Question 26
This writing task – a short essay of 80 to 90 words – was well within the experience of candidates.
Candidates were asked to
(a)
(b)
(c)
describe what they do on their birthday;
say how they celebrate their friends’ birthdays;
say what present they would like to receive in the future and why.
Ten marks were available for communication of the required elements and five marks were available for
language.
Candidates found this essay very accessible and their essays were often lively and interesting. The
emphasis for both (a) and (b) was on what they did. They were also rewarded for one reaction, e.g.: c’est
super and mentioning their presents. Candidates should avoid repeating the same piece of information as it
can only be credited once. Going to a restaurant/a disco/a cinema, swimming and shopping often appeared
in both (a) and (b). (c) was usually well done with candidates indicating what they would like to receive,
mainly a car, a cat or a new computer, and providing satisfactory justifications.
To achieve a high mark for language, candidates need to vary their choice of vocabulary and check the
accuracy of the verb forms and tenses they use. Some candidates stuck to simple, repetitive language –
there was much repetition of je vais, je suis allé(e), je joue – and others had clearly spent a lot of time writing
very elaborate and well-practised language, full of idioms and elegant touches. There was some confusion
between gâteau and cadeau.
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© 2012
Cambridge International General Certificate of Secondary Education
0528 French (US) June 2012
Principal Examiner Report for Teachers
Section 3
In this section, candidates are expected to show a more precise level of understanding of longer French
texts. It is no longer enough just to be able to locate the correct area of the text which will supply the answer
looked for: candidates need to show that they have understood the text and have focused on precisely the
details required for the answer. Candidates who lift indiscriminately do not demonstrate genuine
comprehension and, therefore, cannot score the marks. The inclusion of unnecessary connectives such as
mais, alors, donc, etc. will often result in the invalidation of an otherwise correct answer. Candidates would
do well to be guided by the length of space allocated for an answer – if there is only one line shown, the
answer is expected to fit in that space.
Exercise 1 Questions 27-32
In this exercise, having read the text, candidates have to make up their minds which of the given statements
are Vrai and which are Faux, and they are told that two are Vrai and four are Faux. Having made their
choice, they must then go on to correct the false ones in the style of the example given. There is no credit
given for a version which just adds ...ne...pas... to the original statement. Candidates had been well-trained
to tick only four false statements and to only offer justifications to these.
For Question 27, which was false, candidates could select from the text that ses parents la poussent à
continuer ses études or adapt the statement to ils espèrent qu’elle continuera ses études. Candidates who
answered ils espèrent qu’elle à continuer ses études... did not score the mark as the message conveyed was
ambiguous. Question 28 was also false and candidates could choose either les médecins lui interdisent de
refaire du vélo or ils lui conseillent les sports d’eau to correct the statement. For Question 29 two answers
were acceptable: elle ne sait pas ce que c’est or une amie lui propose le bodyboard, but without the alors
after the verb. Question 30 was true. Question 31 was the fourth false statement and required elle n’est
(vraiment) pas enthousiasmée as a correction. Candidates who provided justifications for the protagonist’s
lack of enthusiasm – il n’y a pas de vagues et elle a froid dans l’eau – were not penalised. Question 32 was
true and needed no correction.
Exercise 2 Questions 33-41
This final exercise was, as intended, the most demanding part of the paper. Even where candidates were
able to locate the correct part of the text, they were not selective enough when choosing what was a relevant
response to the question. It was often the case that where candidates chose to copy a chunk of text with the
correct answer buried within it, the extra details they included rendered their answer invalid.
The brief response ses explorations dans les régions polaires scored the mark for Question 33. For
Question 34 dans l’océan Pacifique was sufficient to gain the mark. Answers to Question 35 were often
invalidated by the inclusion of qui servira before à étudier la vie dans l’océan. It is important to note that if a
conjugated verb is used, a subject will usually be required. Servira à étudier la vie dans l’océan was
therefore not credited. Candidates often lost the mark available for Question 36 by adding qui viennent
polluer l’île to the correct answer emportés par la mer. The mark was also lost if candidates chose to use les
déchets/ils without sont.
Nettoyer l’île was sufficient to gain the mark for Question 37. This question was usually well answered.
Question 38 did not always seem to have been understood by candidates who listed brosses à dents,
morceaux de plastique, jambes de poupées instead of the expected ils ont trouvé un moyen de se servir (de
la plupart) de ces objets. Question 39 also caused a few problems as even though candidates located the
correct part of the text, they produced the full lift en nettoyant il ne faut donc pas détruire ce nouvel équilibre
rather than the required answer il ne faut pas détruire le nouvel équilibre. Question 40 posed similar
problems as candidates lifted indiscriminately cette liste va permettre aux scientifiques de commencer à
étudier les conséquences de la pollution sur cette île rather than the more concise answer pour étudier les
conséquences de la pollution sur cette île. Question 41 was in two parts. In (i) candidates needed to use a
present participle or a verb in the future tense with a correct subject en utilisant l’énergie solaire or ils vont
créer une station qui fonctionne à l’énergie solaire. For (ii) if candidates chose to use a possessive
adjective, it had to be changed to leurs or ses. However, toutes (les) constructions seront en bois was
perfectly acceptable as an answer
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© 2012
Cambridge International General Certificate of Secondary Education
0528 French (US) June 2012
Principal Examiner Report for Teachers
FRENCH (US)
Paper 0528/03
Speaking
Key messages
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Examiners kept well to Role play scripts which in turn enabled candidates to stick closely to the cues
on their cards. To score well in the Role plays, candidates need to be as concise as possible.
Where conversation sections are too short or too long there is a risk that candidates will be
disadvantaged.
Candidates must show they can use past and future tenses consistently and accurately if they are to
score more than six marks for Linguistic content (scale (b)).
Centres should ensure that a wide range of topics is covered across their candidates in both the
Topic and General conversation sections.
The best performances at all levels of ability occur where conversations are allowed to develop in a
natural way, and where candidates are given the opportunity to respond not just to straightforward
questions but also to unexpected ones, and are encouraged to develop their answers and explain
their opinions.
General comments
This paper was common to all candidates, whether they had followed a Core Curriculum or an Extended
Curriculum course.
Examiners had familiarised themselves with the requirements of the Speaking test and with the mark
scheme, and seemed well aware of the need to give candidates the opportunity to show what they knew and
could do. Candidates were aware of the demands of the test.
Role plays were conducted efficiently, with Examiners sticking closely to the cues provided. Centres are
reminded that teacher/Examiners may have access to the confidential test materials (Teachers’ Notes
Booklet and Role Play Cards) in the four working days before the first Speaking test is conducted in order to
prepare the Role plays. The contents of these materials are confidential and must not be shared with
candidates. The confidential test materials must be returned to the secure storage facility after preparation
has taken place and after each session of examining. Once the last Speaking test has been conducted, they
must remain in secure storage until the end of the Speaking test period.
In the conversation sections it is essential that Examiners understand the requirements of the mark scheme
in order that they ask the right sort of questions which will stretch candidates and give them the opportunity
to fulfil the descriptors in the higher mark bands. For example, if Examiners include unexpected questions
and go beyond the straightforward then candidates will have the possibility of scoring in the Good band or
above on scale (a), Comprehension/responsiveness. Likewise, to score a mark beyond six on scale (b),
Linguistic content, candidates need to be able to answer questions which require them to use past and future
tenses accurately. The full requirements of the test are explained in the Teachers’ Notes booklet and all
Centres must ensure they understand them well in advance of the test (e.g. by looking at a past copy of the
booklet) so that they have plenty of time to contact Cambridge in order to clarify any uncertainties.
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Clerical checks
It is essential that all clerical work is checked with great care in the Centre to ensure that all candidates
receive the correct mark. On the working marking sheet, the addition of the individual marks for each
candidate should be checked to ensure that the total mark is correct. Then, for each candidate, the transfer
of the marks from the working mark sheet to the MS1 mark sheet (or the electronic marks file) must also be
checked. Centres using MS1 mark sheets to return marks to Cambridge must enter the total mark for each
candidate in figures as well as shading the lozenges.
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Principal Examiner Report for Teachers
●
Cover sheet for moderation sample
The Cover Sheet for Moderation Sample must be completed and sent with the other materials for external
Moderation. Completion of this form allows Centres to check that their moderation sample is correct.
●
Sample size and recording quality
Centres are reminded to check the instructions on sample size carefully and to ask for advice from
Cambridge if they are unsure how to proceed.
Centres submitting recorded samples are asked to ensure that CDs/cassettes are clearly labelled. If
recordings are submitted on CD, the sound file for each candidate’s recording must be saved as a separate
file and named according to the following convention: Centre number_candidate number_syllabus
number_component number. The box for the CD should be clearly labelled and a list of which candidates
are on which CD and in which order should be enclosed for each CD. Each CD must include a recorded
introduction by the Examiner, listing the CD number, Centre number, examination number, examination
name, name of Examiner and date. This introduction needs to be made only once, and should be saved as
a separate file (named ‘introduction’). If the recorded sample is submitted on cassette, each cassette must
be accompanied by a list of the featured recordings in order of play. At the start of each cassette there must
be a recorded introduction by the Examiner, listing the cassette number, Centre number, examination
number, examination name, name of Examiner and date.
Whether Centres are submitting samples on cassette or CD, the Examiner must introduce each candidate by
name and number and announce the Role play card number. This introduction must not be made by the
candidate.
Once the recorded sample has been carefully wrapped in protective packaging, it should be placed in an
envelope with the moderation paperwork, for despatch to Cambridge. The appropriate label (which includes
the Centre name and a bar-code) should be placed on the envelope. The envelope containing the
recordings and paperwork should then be packaged in another parcel/envelope and one of the return labels
with the Cambridge address should be attached before it is returned to Cambridge.
●
Duration of tests / missing elements
Centres are reminded that where conversations are short or missing, candidates are not given the
opportunity to work for marks. Where conversations are long, candidates become tired and this also affects
performance.
●
Application of the mark scheme
A short response in the Role plays, if appropriate, can earn a mark of three. If there are two parts to a task
then Examiners are free to split the task, but should only one part of a task be completed by the candidate,
the maximum mark which can be awarded is one. If a candidate uses a verb to complete a task and makes
an error of tense or conjugation, a maximum mark of two and not three is appropriate.
In order for marks to be awarded in the higher bands in the conversation sections, there must be evidence
that candidates can respond in a spontaneous way to unexpected questions and that they can communicate
consistently and accurately in past and future tenses.
Comments on specific questions
Role plays
Centres should encourage candidates to attempt all parts of each task, as presented on the Role play cards:
if only one part of a two-part task is completed, only one mark can be awarded.
Overlong answers are not to be encouraged as marks are only awarded for the set tasks. Indeed, should
candidates (or Examiners) expand the set tasks, there is a danger that any extra material will distort meaning
and detract from an otherwise correct answer. Candidates should be reminded that it is important to always
listen to the Examiner as on all the A Role plays there is a task which requires them to listen and choose
from two options offered by the Examiner, and on the B Role plays there is always one task which requires
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Principal Examiner Report for Teachers
them to respond to an unexpected question. Examiners are reminded not to change the cues provided in
the Teachers’ Notes booklet unnecessarily.
Candidates must not be allowed to do any writing during their preparation time and must not be allowed to
bring any written materials with them into the preparation area.
A Role plays
The A Role plays were perceived to be of equal difficulty and a fair test at this level. They are designed to be
easier than the B Role plays and are set using vocabulary from Topic Areas A, B and C of the Defined
Content. All cards featured one task which required a question to be asked and one task which required
candidates to choose an option from two provided by the Examiner. Candidates generally found them to be
accessible. Centres are reminded that often a short response (perhaps one word) will be appropriate and in
such cases a mark of three can be awarded.
B Role plays
The B Role plays were deliberately more demanding in that they required the ability to use different tenses,
to explain, give an opinion, or express pleasure. The level of challenge was balanced across the Role plays.
It is important that Examiners know their own role and stick to the set tasks. Candidates should be reminded
that there will always be one task in which they have to listen to the Examiner and reply to an unprepared
question. They should be advised to consider likely questions in the 15 minutes of preparation time,
immediately prior to the Speaking test, and to listen carefully in the examination room.
Topic presentation & conversation
This section (Topic presentation and Topic conversation) should last about five minutes. The Topic
presentation should last between one and two minutes. Candidates must not be allowed to present their
prepared material for longer than two minutes. The remainder of the five minutes allotted to this section
should consist of a spontaneous conversation with the candidate about his/her topic. Examiners should not
start asking questions too early during the presentation time but must start asking questions once the
candidate reaches the two minute point. While it is expected that teachers will have prepared candidates for
the follow-up conversation, if candidates are to score highly, this must not consist of a series of pre-learnt
questions and answers in which both Examiner and candidate know what is coming and in which order. It is
also important that the questions do not encourage the candidate merely to repeat information which has
already been given in the presentation. Questions should instead arise spontaneously as the conversation
develops in a natural way. Examiners were aware of the need to elicit both past and future tenses.
In general, a very wide range of topics is heard in this section of the test. It is not within the spirit of the
syllabus for all candidates in a Centre to present the same topic. Literature is not part of the IGCSE syllabus,
but should candidates wish to prepare a topic on a book or a film this is quite acceptable providing that their
linguistic ability can keep pace with the ideas they wish to express.
New Centres should note that candidates should not be allowed to choose ‘Myself’ as their topic as if they do
so it leaves little material to explore in the General conversation section.
The best performances always come from candidates who, in their preparation, have equipped themselves
with appropriate vocabulary and structures and who are able to sustain the level of performance they
produce in their presentation in the follow-up conversation. Candidates who are able to go beyond the
factual and express their opinions and present explanations score well.
General conversation
Centres should aim to cover two or three topics from the syllabus with each candidate in the General
conversation section. With most candidates, it is preferable for the Examiner to explore two or three topics in
some depth rather than to cover a greater number superficially. Weaker candidates are the exception to this
approach and with them it may be necessary to cover a larger number of topics in order to keep questioning
at a level they can cope with. It is common practice in classrooms to make use of banks of questions when
practising Speaking skills, but over reliance on such banks in the live examination often results in stilted
conversations which do not flow naturally and which, at worst, do not seem to develop beyond a series of
pre-learnt mini presentations. Once in the examination room, it is far better if the Examiner listens to what
the candidate is saying and responds as spontaneously as possible. The descriptors in the mark scheme
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Principal Examiner Report for Teachers
state clearly that there should be the opportunity for candidates to respond to both straightforward and
unexpected questions in both conversation sections.
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Cambridge International General Certificate of Secondary Education
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Principal Examiner Report for Teachers
FRENCH (US)
Paper 0528/43
Continuous Writing
Key messages
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Candidates should follow the rubric closely.
Candidates should plan their answers.
Candidates should make full use of the time allowed.
Candidates should aim to write between 130 and 140 words as directed.
Candidates should write what they know to be French and avoid attempting to use language with
which they are unfamiliar.
Handwriting must be clearly legible.
General comments
The rubric is not a list of suggestions to be interpreted freely. Instead, it sets out a number of required
elements, each of which carries one or more specific communication marks. Candidates should keep closely
to these stated tasks and avoid irrelevance. Material introduced which does not pertain to the subject is not
credited for content or language. Normally a statement expressed using a finite verb is required for each
task and candidates should use tenses as appropriate to the tasks set.
Candidates are advised to prepare a brief plan of their answers under certain headings or paragraphs. As
the recommended length is 140 words, they should plan to spread their answer fairly evenly over the ‘bullet
points’ in the rubric. In Question 1 in particular, if they devote too much of the answer to the first one or two
points they may not have enough words left to complete the later tasks within the word limit. If they cover all
the points in 100 words or fewer then they may be reduced to ‘padding out’ their answer to reach 140 words,
so they should look for areas where they can expand their answers with relevant examples before they start
to write. Examiners do not mark for content or language anything which falls outside the word count. Short
answers limit their own chances of accessing the maximum marks for language.
Once the plan is in place, candidates should compose each sentence carefully and pay particular attention to
verb forms. They should remember that grammatical accuracy and correct spelling are essential to acquire
marks for language. They should try to avoid too much repetition of certain words and structures. An over
reliance on repeated items (such as il y a or possessive adjectives) tends to impair the overall quality of the
piece and this may reduce the mark given for impression. Candidates should remember to stay within their
limitations and to avoid over-complicated sentences which may expose weaknesses. Some candidates try
to ‘force in’ certain phrases or idioms, regardless of the context. This has a detrimental effect on the quality
of the answer which may be reflected in a reduced impression mark. Others cram in as many adjectives as
they can, often gratuitously. This too should be discouraged as it is unnecessary and spoils the effect of the
response.
When they have finished, candidates are advised to make full use of the time left to revise and check their
work for careless errors which can be very costly. The time allowed is quite generous and is normally
sufficient to allow for this. They should look closely at genders in particular, and the agreements of
adjectives and past participles in the perfect tense of reflexive and être verbs. Accents should be clear and
unambiguous.
Presentation is very important. Examiners do not reward French which they cannot read. Examiners will
give the benefit of the doubt whenever they reasonably can, but there are limits and marks are often lost
through illegible writing.
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Principal Examiner Report for Teachers
Comments on specific questions
Question 1(a) Un stage de cuisine
Candidates sometimes made this question more difficult for themselves by creating unnecessary
complications. The vocabulary required to answer the question was within the compass of most and the
tasks were accessible for those who had only a modest range of grammatical structures, if they stayed within
their limitations.
Most began their letter of application correctly with Monsieur or Madame and addressed the recipient using
the formal vous throughout. A formal register was necessary for this kind of letter and no credit was given for
tutoiement or informal usages such as salut or bien à toi.
The first task required candidates to introduce themselves and Examiners rewarded je m’appelle with a
name. This was an easy communication mark but some did not think to include it. Candidates should take
care to answer all parts of the task set out in the rubric. Reasons to apply for the course were varied. Most
said how enthusiastic they were (la cuisine c’est ma passion etc.) or detailed their competence in the kitchen
(they helped with the cooking at home). Others said they wanted to go to Paris and improve their French.
Any sensible reason was rewarded.
Task (ii), when I wish to do the course, was not usually well handled. A communication mark was given for
the straightforward je voudrais faire ce stage with a time. Examiners rewarded a general period of time (en
été, en juin, le mois prochain) or specific dates (du 12 au 28 juin). Dates were not often well expressed and
the muddled au 2 du 15 septembre was not rewarded. Marks were given for tous les soirs, après les
examens or pendant les vacances scolaires. A number either overlooked the task or did not seem to
understand quand?
Past tenses were required in task (iii) ‘say you have already worked in the kitchen of a hotel’. Most were
able to say j’ai déjà travaillé dans une cuisine, although a minority mistakenly thought travel was involved.
Finding a positive aspect to the work experience in task (iv) was more demanding and some omitted the task
altogether. Better candidates said they learned new cooking techniques or recipes. Or they were able to
observe a chef in action. Others stressed the advantage of earning pocket money or said they enjoyed the
company of the kitchen staff.
A wide range of reasons was given in support of their application in task (v). Some said they were
passionate about cooking, while others said they were already experienced in the world of work. Others
wrote of their personal qualities. They were polite, hard working, patient, good at working in a team and
were of a pleasant disposition. They spoke several languages, including French. They were un bon
candidat or even le meilleur.
Question 1(b) Mes études
The first task, ‘when and where the candidate began his/her studies’, proved to be quite demanding, partly
because a number did not recognise the need for a past tense. A full communication mark was given for j’ai
commencé mes études with a time and place. Some offered a year for ‘when?’ (en 2002). Others attempted
to say ‘when I was five’ – quand j’avais cinq ans proved difficult. For ‘where?’ Examiners rewarded the name
of an establishment as their first school, and une école primaire or une petite école with a location were also
accepted.
Task (ii) invited the simple statement j’aime étudier à mon école which scored a communication mark. (Je
n’aime pas étudier à mon école was also possible.) Instead candidates set about describing, often at length,
their school, the buildings, the time-table, the uniform, the number of teachers, none of which was required
by the task. Again candidates are reminded to keep to the tasks set out in the rubric.
The present tense was appropriate for explanations of why candidates enjoyed their studies. Their schools
had many advantages. The teachers were excellent, being mostly kind and supportive. They had many
friends. The school subjects were interesting. (Intéressant was often spelt incorrectly and/or did not agree
with a plural noun.) The facilities (not les facilités in French) were superb. They included labs, libraries,
playing fields and swimming pools. The ambiance was good. A number of marks were gained for fairly
simple French here, but there were errors such as beaucoup des salles instead of de salles and a common
failure to make adjectives agree with plural nouns. The mis-spelling of professeur and étudier (which was in
the rubric) was common.
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Cambridge International General Certificate of Secondary Education
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Principal Examiner Report for Teachers
In task (iv) the communication mark was awarded for je voudrais étudier and a subject. Many opted for les
sciences or le commerce. Reasons for their choice (task (v)) usually involved their love of the subject
(j’adore…, ma passion… again) or the desire to follow a certain career. These two tasks were usually well
handled by candidates. Some omitted the subject(s) in task (iv), saying instead that they wanted to study at
university or abroad. While no mark was gained in (iv) due to this misunderstanding, the reason given for
going to university or abroad was given full credit in task (v).
Question 2 Catastrophe au restaurant
The standard of work in this question often fell below that achieved in Question 1. Candidates are given
less guidance in Question 2 and have to think more for themselves when it comes to content. There is
added difficulty in that past tenses are required throughout. A number of candidates made the question
more difficult for themselves by embarking on a fanciful or exotic anecdote which made unnecessarily heavy
demands on their French. Wiser candidates took a more mundane, though often quite amusing approach
and made maximum use of the French they knew relating to the everyday world instead of exposing their
lack of knowledge through over-ambition.
The more successful responses usually began with the candidate’s arrival at the restaurant. Mention was
made of a table reservation which had been made previously. There followed a series of calamities, mostly
minor. Firstly there was the long wait for a table (the said reservation having been lost or forgotten): attendre
pour une table was a common error. To their disgust they were shown to a table near the toilets. The meal
itself was inevitably unpleasant. There were further delays over the menu. The room was crowded and
noisy. The waiters were rude. The tableware was dirty. The toilets were filthy. At last the choices were
made and the meals were ordered. Commander was not well known. The wrong food items were served or
their choices were unavailable. One felt some wrote from personal experience. The meal was of course
awful. ‘Hot meals’ were served cold. ‘Cold meals’ were warm. Soup contained flies or human hairs. Salads
contained snails or even cockroaches! The bill was astronomical. Credit cards or money had been lost or
left at home. (Many attempted but few could spell malheureusement.) Some even found themselves in the
kitchen washing up. Other catastrophic incidents included waiters spilling food and or wine over the
wretched narrator’s clothes and family members being violently sick as a result of the dreadful food. The
narrator and his companion(s) had such a bad time of it that they vowed (as a last reaction) never to return to
the restaurant or indeed never to dine out again. Home cooking was cheaper and much safer.
There was it seems a rich variety of material candidates could exploit to tell an interesting even humorous
story using everyday vocabulary and grammatical structures. The rubric directed candidates to relate what
happened in the restaurant so communication marks were not awarded for events which took place before or
after leaving the restaurant.
Better candidates had the opportunity to display a wide range of appropriate vocabulary and structures and
good control of verb forms, particularly tenses, with few errors. Weaker candidates confused past and
present and had frequent difficulty in finding correct perfect tenses in a variety of persons. Use of the
imperfect and pluperfect was often faulty. The mis-spelling of even everyday words was common, adjectives
failed to agree with the nouns they described and the gender of the narrator varied from masculine to
feminine in the course of the account. Again, Examiners stress that a careful and systematic revision of a
narrative such as this should ensure that fewer marks are lost due to careless error.
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